Background
The flipped classroom, a blended learning paradigm that uses pre-session online videos
reinforced with interactive sessions, has been proposed as an alternative to traditional
lectures. This article investigates medical students' perceptions of a simulation-based,
flipped classroom for the surgery clerkship and suggests best practices for implementation
in this setting.
Methods
A prospective cohort of students (n = 89), who were enrolled in the surgery clerkship during a 1-year period, was taught
via a simulation-based, flipped classroom approach. Students completed an anonymous,
end-of-clerkship survey regarding their perceptions of the curriculum. Quantitative
analysis of Likert responses and qualitative analysis of narrative responses were
performed.
Results
Students' perceptions of the curriculum were positive, with 90% rating it excellent
or outstanding. The majority reported the curriculum should be continued (95%) and
applied to other clerkships (84%). The component received most favorably by the students
was the simulation-based skill sessions. Students rated the effectiveness of the Khan
Academy-style videos the highest compared with other video formats (P < .001). Qualitative analysis identified 21 subthemes in 4 domains: general positive
feedback, educational content, learning environment, and specific benefits to medical
students. The students reported that the learning environment fostered accountability
and self-directed learning. Specific perceived benefits included preparation for the
clinical rotation and the National Board of Medical Examiners shelf exam, decreased
class time, socialization with peers, and faculty interaction.
Conclusion
Medical students' perceptions of a simulation-based, flipped classroom in the surgery
clerkship were overwhelmingly positive. The flipped classroom approach can be applied
successfully in a surgery clerkship setting and may offer additional benefits compared
with traditional lecture-based curricula.
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Article info
Publication history
Published online: June 01, 2016
Accepted:
March 25,
2016
Footnotes
Supported by an Innovation in Teaching and Researching Online and Blended Courses Grant from the Office of the Vice Provost for Online Learning at Stanford University and the Stanford University School of Medicine.
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
